+ Target 4.1 - November 2016
The education 2030 agenda was developed through a broad consultative forum and is rights-based reflecting a perspective of equity and inclusion, with particular attention to gender equality. The aim is expanding access to education for all that integrates relevant learning outcomes.
+ Target 4.2 - November 2016
The education 2030 agenda recognizes that quality access to Early Childhood Care and Education (ECCE) is a critical and urgent investment for the children’s long-term development, well-being and health. ECCE encompasses supporting children’s survival, growth, development and education. This takes place through provision of enhanced and appropriate health, nutrition, hygiene, cognitive, social, physical, and emotional development from birth until age 8.
+ Target 4.3 - November 2016
The education 2030 agenda underscores quality access to higher education as a critical factor for lifelong learning and sustainable development. Higher education constitutes technical, vocational and tertiary education, including university. Globally, the interest is to have a more human centered view of higher education as a means for stimulating critical and creative thinking.
+ Target 4.4 - November 2016
The education 2030 agenda puts emphasis on youth and adults acquisition of skills for employment, access to decent jobs and entrepreneurship opportunities. Education and training systems prepare youth and adults for the world of work, facilitate the school-to-work transition and help them move to better quality jobs
+ Target 4.5 - December 2016
Gender inequality is a concern that needs to be addressed at all levels of education and training. There should be equal opportunities to quality education for all girls and boys, women and men, vulnerable groups including the disabled, indigenous peoples and ethnic minorities, and the poor.
+ Target 4.6 - November 2016
Literacy is an indispensable foundation for lifelong learning and contributes to greater participation of populations in economic development. Youth and adults are to acquire relevant and recognized proficiency levels of functional literacy and numeracy skills
+ Target 4.7 - November 2016
Education should contribute to peaceful and sustainable societies from local to global levels. The focus of education for sustainable development is both cognitive and non-cognitive learning. Knowledge and skills development are an integral part of broader employment and development strategies for overall productivity and employment growth.
+ Target 4.a - November 2016
Nurturing quality learning requires an education system that provides adequate physical infrastructure, safe and inclusive environments. A safe and inclusive environment is free from sexual discrimination and violence of all forms including, sexual harassment, and corporal punishment.
+ Target 4.b - November 2016
The scholarship programmes on higher education increase higher education opportunities for young people and adults in developing countries. It also promotes access to international higher education opportunities that contribute to building capacities, transfer and adaptation of global knowledge and technologies to local conditions.
+ Target 4.c - November 2016
Teachers are the heart to quality education and should be empowered, adequately recruited, motivated, professionally qualified and supported. To ensure quality teaching and learning, the education system should embrace continuous professional development, support supervision, career progression and national standards for teachers.